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| the study of mental activities: concept formation, problem solving, decision making and judgment |
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| mental associated with processing, understanding and communicating information |
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| mental grouping of similar objects, events or people |
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| the best example of a category |
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| methodical, logical procedure that guarantees solving a particular problem (ex: aisle by aisle in the supermarket) |
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| strategy that is much more error prone. allows us to make judgements and solve problems efficiently |
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sudden and often novel realization of the solution to a problem. "ah ha moment"
contrasts with strategy based solutions |
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| wolfgang kohlet's experiment |
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| on insight: chimpanzee stacked boxes to get to bananas |
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| tendency to search for information that confirms preconceptions |
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| inability to see a problem from a new perspective. impediment to problem solving |
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tendency to think of things only in terms of their usual functions
ex: using a screw driver when you could have just used a dime |
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| our spoke, written, or gestured works and the way we combine them to communicate meaning |
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in a spoke language, the smallest distinctive sound unit
Ex: dog: D_O_G |
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in a language, the smallest unit that carries meaning
may be a word or part of a word |
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| a system of rules in a language that enables us to communicate and understand others |
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the set of rules by which we derive meaning from words, sentences in a language
Ex: what does the word virgin mean? |
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the rules for combining wrds into grammatically sensible sentences
EX: the dog ran fast vs dog the fast ran |
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| a speech disorder that involves repeating or prolonging a word |
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| impairment of language which occurs when someone suffers injury to the language areas of the brain |
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| they can understand words but can not produce words |
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| in area of brain for language comprehension. the inability to understand others or even themselves when they speak |
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whorf's hypothesis that language determines the way we think
studied Hopi indians (no use of the past tense) |
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subleties of body language can communicate information
do we have different types of body language in different situations? |
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| indication that learning has persisted over time |
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| some events stay with us and define our world as before and after |
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| 3 steps of information processing |
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| encoding, storage and retrieval |
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| atkinson-schiffrin three stage model of memory |
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| sensory memory, short term, long term |
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| effortful vs. automatic (keyboard) |
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| route to your school, space, time, |
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| requires effort: new info like a friends phone number, studying |
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| memoriy aides (rhymes, clues, hints) |
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| organizing items into familiar manegable units |
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| complex info broken down into braod concepts and then further subdevided into categories etc. |
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| limited in duration and capacity (magic number of 7) |
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| relatively permanent and limitless storehouse of the memory system |
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| memory of facts and experiences that one can consciously know and declare (hippocampus) |
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| retention without conscious recollection (cerebellum) |
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| the ability to retreive info learned earlier and not in conscious awareness (fill in the blank test) |
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| the ability to retreive info learned earlier and not in conscious awareness (fill in the blank test) |
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| the ability to identifu reviously learned items (multiple choice test) |
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| amount of time saved when relearning previously learned information |
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| activation, often unconsciously of particular associations in memory |
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| cues from the current situation may subconsciously trigger retreival of an earlier simular experience |
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| tendency to recall experiences that are consistent with ones current mood |
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| we retain information better when we rehearse over time |
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| when your recall is better for the first and last items on a list but poor for middle items (grocery list) |
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| learning some items may disrupt retreival of other information |
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forward action: disruptive effect of prior learning on recall of new information
ex: took french thru high school...interferes with spanish in college |
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bawards acting: disruptive effect of new learning on recall of old information
Ex:decides to go back to french, and new spanish now interferes with recalling old french knowledge |
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| people unknowingly revise their memories |
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| a defense mechanism that banishes anziety-arousing thoughts, feelings, and memories from the consciousness |
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| we filter information and fill in missing pieces |
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| incorporating misleading information into ones memory of an event |
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| attrivuting the worng source to an event that we experienced, heard about, read about, or imagined |
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information given after and event can distort our memory
witnesses to crimes can be led to misrecall by misleading questions |
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a method of assessing an individuals mental aptitudes and comparing them to those of others using numerical scores
**Alfred Binet |
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| a measure of intelligence test performance devised by Biney |
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age that most typically corresponds to a given level of performance
ex: child who does as well as the average 8-year old is said to have a mental age of 8 |
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| ability to learn from experience, solve problems, and use knowledge to adapt to new situations |
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factor that spearman believed underlies specific mental abilities
measured by every task on an intelligence test
number of 100 |
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the know-how involved in comprehending social situations and managing oneself successfully
ex: bill clinton is actually really nice-politics can be pushed aside |
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ability to perceive, express, understand, and regulate emotions
ex: person everyone goes to |
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| the abiity to produce novel ideas |
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| a test designed to predict a person's future performance |
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| a test designed to assess what a person has learned |
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most widely used intelligence test
uses verbal and non-verbal |
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| defining meaningful scores by comparison with the performance of a pretested 'standardized group' |
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the symmetrical, bell-shaped curve that describes the distribution of many physical and psychological attributes
most scores fall near the average |
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| we are getting smarter as a nation |
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the extent to which a test yields consistent results
assessed by consistenct of scores on both halfs of test, alternative forms, and retesting |
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| the extent to which a test measures or predicts what it is supposed to |
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the extent to which a test samples the behavior that is of interest
ex: driving test that samples driving tasks |
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| criterion (predictive validity) |
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success with which a test predicts the behavior it is designed to predict
assessed by computing the correlation between test scores and the vriterion behavior |
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a condition of limited mental ability
intelligence score below 70
difficulty adapting to demands of life |
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| socioeconomic class and mother's IQ |
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| an individuals characteristic pattern of thinking, feelings and acting |
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| four basic perspectives of personality |
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psychoanalytic
trait
humanistic
social cognitive |
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| psychoanalytic perspective |
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Definition
freud worked with patients suffering from nervous disorders that he coulnt explain physically
so he started looking into emotional aspects for an explanation |
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| freuds theory of personality |
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| attributes our thoughts and actions to unconscious motives and conflicts |
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| different methods to analyze the unconscious mind by freud. interpreting manifestations and latent content of dreams |
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method of exploring the unconscious
person relaxes and says whatever comes to mind |
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| unconscious mind according to freud |
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| a reservoir of mostly unacceptable thoughts, wishes, feelings, and memories |
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| unconscious mind, contemporary belief |
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| information processing of which we are unaware |
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| information that is not conscious but it is retreivable |
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a reservoir of the unconscious psychic energy
strives to satisfy basic sexual and aggressive drives
Ex: baby-meet my needs now, doesnt care if youare asleep |
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the part of personality that presents internalized ideals
provides standards for judgement for future aspirarions
-what is the best thing to do, high achievements |
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executive
it makes the decisions: balances between the id ego and superego
these are all impacted by biological impulses, our desire for pleasure and social restraints |
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| childhood stages of development during which the pleasure-seeking energies focus on distinct erogenous zones |
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| a boys sexual desires toward his mother and feelings of jealousy and hatred for the father |
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| a girls desire for her father |
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| freuds sexual stages of development |
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| oral, anal, phallic, latency, genital |
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| the process by which children incorporate their parents values into their developing superegos |
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| a lingering focus of please-seeking energies at an earlier psychosexual stage |
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| the ego's protective methods of reducing anxiety by unconsciously distorting reality |
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| an individual retreats, when faced with anxiety |
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a defense mechanism by which the ego unconsciously switches unacceptable impulses into their opposition
people may express feelings that are the opposite of their anxiety-arousing unconscious feelings |
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| when people disguise their own threatening impulses by attributing them to others |
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| defense mechanism that offers self-justifying explanations in place of the real, more threatening, unconscious reasons for one's actions |
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shifts impulses toward a more acceptable outlet
ex: take anger out on something else |
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re channeling of unacceptable impulses into socailly approved activities
take up boxing |
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| importance of childhood social tension |
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| sought to balance freuds masculine biases |
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| emphasized the collective unconscious |
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| a personality test, that provides stimuli designed to trigger projection of one inner dynamic |
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| Thematic Apperception Test (TAT) |
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| a projective test in which people express their inner feelings and interests through the stories they make up about scenes |
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| seeks to identify people's inner feelings by analyzing their interpretation of the blots |
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a characteristic pattern of behavior
a disposition to feel and act, as assessed by self-reported inventories |
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| used two primary personality factors as axes for describing personality variation |
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| a test developed by testing a pool of items and then selecting those that discriminate between groups |
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| processing the conscious feelings about oneself in the light of experiences |
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| studies self-actualization processes of productive and healthy people |
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| psychological need that arises after needs are met and self esteem is achieved |
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focused on growth and fulfillment of individuals
requires: genuineness, acceptance, empathy |
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| unconditional positive regard |
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| an attitude of total acceptance toward another person |
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| our thoughts and feelins about the answer to the questhin, who am i? |
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| feelings of high or low self-worth |
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| a readiness to perceive onesefl favorably |
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| the interacting influences between personality and environmental factors |
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| whether we control the environment or if the environment control us |
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| external locus of control |
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| the perception that chance or outside forces control/determine our fate |
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| internal locus of control |
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| the perception that we can control our own fate |
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| when unable to avoid adverse events |
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